1. New Mexico State University Teaching Academy
Pegadogies of Engagement – Cooperative Learning and Problem-Based Learning
Karl A. Smith
Engineering Education – Purdue University
Civil Engineering - University of Minnesota
New Mexico State University
Teaching Academy
July 2007 1

2. Session Agenda Review/Introduce Cooperative Learning (CL)
Key concepts of CL
Approaches for implementing CL 2

3. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

4. Pedago-pathologies Amnesia Fantasia Inertia
Lee Shulman – MSU Med School – PBL Approach (late 60s – early 70s), Currently President of the Carnegie Foundation for the Advancement of College Teaching
Shulman, Lee S Taking learning seriously. Change, 31 (4),
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,

5. What do we do about these pathologies? – Lee Shulman Activity
Reflection
Collaboration
Passion
Combined with generative content and the creation of powerful learning communities
Shulman, Lee S Taking learning seriously. Change, 31 (4), 5

6. Formulate-Share-Listen-Create (Think-Pair-Share)
Individually read the quote “To teach is to engage students in learning. . .”
Underline/Highlight words and/or phrases that stand out for you
Turn to the person next to you and talk about words and/or phrases that stood out 6

7. To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. . .The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. . .Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually and collectively
Education for judgment: The artistry of discussion leadership. Edited by C. Roland Christensen, David A. Garvin, and Ann Sweet. Cambridge, MA: Harvard Business School, 1991.
8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,

8. 8:30-9:30?Take copies of Active Lrn, HTMI, New Paradigms,
Lila M. Smith

9. Pedagogies of Engagement
(yeah! The red arrow is pointing at one of our undergrad researchers—Michelle Valeriano) 9

10. Active Learning: Cooperation in the College Classroom
Informal Cooperative Learning Groups
Formal Cooperative Learning Groups
Cooperative Base Groups
See Cooperative Learning
Handout (CL College-804.doc) 10

11. Key Features of Cooperative Learning Active/Interactive Cooperative
Personal (before professional)
Structure (before task)
Knee-to-Knee, Eye-to-Eye/Space/Focus
Challenging task (worthy of group effort)
Students talking through the material (cognitive rehearsal)
Learning groups are small (2-5) and assigned
Heterogeneous
Your own cooperative group 11

12. •Positive Interdependence •Individual and Group Accountability
Cooperative Learning is instruction that involves people working in teams to accomplish a common goal, under conditions that involve both positive interdependence (all members must cooperate to complete the task) and individual and group accountability (each member is accountable for the complete final outcome).
Key Concepts
•Positive Interdependence
•Individual and Group Accountability
•Face-to-Face Promotive Interaction
•Teamwork Skills
•Group Processing
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

13. Individual & Group Accountability? 13

14. 14

15. Active Learning: Cooperation in the College Classroom
Informal Cooperative Learning Groups
Formal Cooperative Learning Groups
Cooperative Base Groups
See Cooperative Learning
Handout (CL College-804.doc) 15

16. Book Ends on a Class Session16

17. Book Ends on a Class Session
Advance Organizer
Formulate-Share-Listen-Create (Turn-to-your-neighbor) -- repeated every minutes
Session Summary (Minute Paper)
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
What was the “muddiest” point in this session?
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

18. Advance Organizer
“The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him
David Ausubel - Educational psychology: A cognitive approach, 1968. 18

19. Quick Thinks Reorder the steps Paraphrase the idea Correct the error
Support a statement
Select the response
Johnston, S. & Cooper,J Quick thinks: Active- thinking in lecture classes and televised instruction. Cooperative learning and college teaching, 8(1), 2-7. 19

20. FOCUS QUESTION Formulate-Share-Listen-Create
Informal Cooperative Learning Group
Introductory Pair Discussion of a
FOCUS QUESTION
Formulate your response to the question individually
Share your answer with a partner
Listen carefully to your partner's answer
Work together to Create a new answer through discussion 20

21. Minute Paper
What was the most useful or meaningful thing you learned during this session?
What question(s) remain uppermost in your mind as we end this session?
What was the “muddiest” point in this session?
Give an example or application
Explain in your own words . . .
Angelo, T.A. & Cross, K.P Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey Bass. 21

22. Reflect on the session: What were the most important points for you?
Session Summary
(Minute Paper)
Reflect on the session:
What were the most important points for you?
What is one thing you would be willing to try?
What questions do you have?
Pace: Too slow Too fast
Relevance: Little Lots
Format: Ugh Ah 22

23. USU – August 24, 2006 – Session 1 (am)
Q4 – Pace: Too slow Too fast
Q5 – Relevance: Little Lots
Q6 – Format: Ugh Ah 23

24. Informal CL (Book Ends on a Class Session) with Concept Tests
Physics
Peer Instruction
Eric Mazur - Harvard B
Peer Instruction –
Richard Hake –
Chemistry
Chemistry ConcepTests - UW Madison B
Video: Making Lectures Interactive with ConcepTests
ModularChem Consortium B
STEMTEC
Video: How Change Happens: Breaking the ATeach as You Were Cycle B Films for the Humanities & Sciences B
Harvard
Thinking Together & From Questions to Concepts Interactive Teaching in Physics: Derek Bok Center B 24

25. <g> = Concept Inventory Gain/Total
Richard Hake (Interactive engagement vs traditional methods)
Traditional (lecture)
Interactive (active/cooperative)
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.
<g> = Concept Inventory Gain/Total

26. 26

27. The “Hake” Plot of FCI 35.00 SDI UMn-CL+PS 30.00 ALS WP 25.00X
UMn-CL+PS
30.00
ALS WP
25.00 X
UMn Cooperative Groups
20.00
PI(HU)
15.00
UMn Traditional
ASU(nc)
WP*
10.00
ASU(c) HU
5.00
0.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00 27
Pretest (Percent)

28. Physics (Mechanics) Concepts: The Force Concept Inventory (FCI)
A 30 item multiple choice test to probe student's understanding of basic concepts in mechanics.
The choice of topics is based on careful thought about what the fundamental issues and concepts are in Newtonian dynamics.
Uses common speech rather than cueing specific physics principles.
The distractors (wrong answers) are based on students' common inferences. 28

29. Can be short term and ad hoc May be used to break up a long lecture
Informal Cooperative
Learning Groups
Can be used at any time
Can be short term and ad hoc
May be used to break up a long lecture
Provides an opportunity for students to process material they have been listening to (Cognitive Rehearsal)
Are especially effective in large lectures
Include "book ends" procedure
Are not as effective as Formal Cooperative Learning or Cooperative Base Groups
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

30. Cooperative Learning Research Support
Johnson, D.W., Johnson, R.T., & Smith, K.A Cooperative learning returns to college: What evidence is there that it works? Change, 30 (4),
• Over 300 Experimental Studies
• First study conducted in 1924
• High Generalizability
• Multiple Outcomes
Outcomes
1. Achievement and retention
2. Critical thinking and higher-level
reasoning
3. Differentiated views of others
4. Accurate understanding of others' perspectives
5. Liking for classmates and teacher
6. Liking for subject areas
7. Teamwork skills
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

31. Small-Group Learning: Meta-analysis
Springer, L., Stanne, M. E., & Donovan, S Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1),
Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET) reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.
The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

32. Strategies for Energizing Large Classes: From Small Groups to
Learning Communities:
Jean MacGregor,
James Cooper,
Karl Smith,
Pamela Robinson
New Directions for Teaching and Learning, No. 81, 2000.
Jossey- Bass
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

33. Formal Cooperative Learning Task Groups
Barr & Tagg's From teaching to learing is the most often requested article from Change mangazine
Bill Camplbell and I started working on New Paradigms in 1993.

34. Formal Cooperative Learning
Jigsaw
2. Peer Composition or Editing
3. Reading Comprehension/Interpretation
4. Problem Solving, Project, or Presentation
5. Review/Correct Homework
6. Constructive Academic Controversy
7. Group Tests
Table summarizes my perception of the shift. A version of this table is available in New Paradigms for Engineering Education -- FIE Conf proceedings 97 (avail on the www)
One of the most significant changes that has occurred is the shift from "pouring in knowledge" to "creating a climate where learning flows among students and the professor"

35. Challenged-Based Learning
Problem-based learning
Case-based learning
Project-based learning
Learning by design
Inquiry learning
Anchored instruction
John Bransford, Nancy Vye and Helen Bateman. Creating High-Quality Learning Environments: Guidelines from Research on How People Learn 35

36. Formal Cooperative Learning
Professor's Role in
Formal Cooperative Learning
Specifying Objectives
Making Decisions
Explaining Task, Positive Interdependence, and Individual Accountability
Monitoring and Intervening to Teach Skills
Evaluating Students' Achievement and Group Effectiveness 36

37. Problem Based Cooperative Learning Format
TASK: Solve the problem(s) or Complete the project.
INDIVIDUAL: Estimate answer. Note strategy.
COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem.
EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem.
EVALUATION: Best answer within available resources or constraints.
INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem.
EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.
INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group. 37

38. Cooperative Base Groups
Are Heterogeneous
Are Long Term (at least one quarter or semester)
Are Small (3-5 members)
Are for support
May meet at the beginning of each session or may meet between sessions
Review for quizzes, tests, etc. together
Share resources, references, etc. for individual projects
Provide a means for covering for absentees 38